Psy kilmer
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Reciprocal teaching (RT) is a reading comprehension strategy that involves modeling and scaffolding four strategies: predicting, clarifying, questioning, and summarizing. Research shows that RT improves students' reading comprehension test scores when implemented for 15-20 days. It is effective across grade levels and can be used in whole group, small group, and individual settings. The strategies are introduced individually with modeling and thinking aloud before students apply them during guided and independent reading.
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Psy kilmer2
Reciprocal teaching (RT) is a scaffolded discussion technique that uses four comprehension strategies - predicting, clarifying, questioning, and summarizing - to improve reading comprehension. Research shows that RT significantly improves students' reading comprehension test scores when implemented consistently. The document provides guidance on how to implement RT in classrooms at all grade levels, including connecting it to RTI frameworks through different tiers of instruction.
Before, during, and after reading strategies CA1 RED4348
The document outlines strategies that teachers can use before, during, and after reading non-fiction texts with students. Some strategies discussed include activating prior knowledge, introducing vocabulary, think-alouds, note-taking, discussions, and summarizing. Specific examples are provided for each strategy to illustrate how teachers can implement them in the classroom, such as using a Venn diagram to compare rivers and oceans or having students write one sentence summarizing the main idea of a passage on giraffes. The purpose of these strategies is to help students better comprehend and engage with non-fiction texts.
Critical assignment 1 RED4348
This presentation discusses 15 reading strategies divided into categories of before, during, and after reading. It provides definitions and examples of each strategy. Some of the strategies discussed include previewing text, activating prior knowledge, identifying text features, previewing vocabulary, making predictions, monitoring comprehension, using concept maps, jigsaw activities, questioning the author, using the frame routine, and teaching question-answer relationships. The purpose is to define numerous literacy strategies and provide examples of how to implement them at different points in the reading process.
Reading strategies
The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
Direct Teaching Reading Strategy
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
The Guided Reading Approach
Source
http://learning.wales.gov.uk/docs/learningwales/publications/130718-guided-reaching-approach-en.pdf
Before, During, and After reading strategies
This document outlines reading strategies that can be used before, during, and after reading. Some strategies used before reading include anticipation guides to activate prior knowledge, think-alouds where teachers model comprehension monitoring, and think-pair-share to engage students in discussing the text. During reading, visual imagery helps students create mental pictures, and partner reading provides fluency modeling. After reading, exit slips assess understanding, summarizing helps students identify main ideas and details, and word walls support vocabulary development.
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Psy kilmer2
Reciprocal teaching (RT) is a scaffolded discussion technique that uses four comprehension strategies - predicting, clarifying, questioning, and summarizing - to improve reading comprehension. Research shows that RT significantly improves students' reading comprehension test scores when implemented consistently. The document provides guidance on how to implement RT in classrooms at all grade levels, including connecting it to RTI frameworks through different tiers of instruction.
Before, during, and after reading strategies CA1 RED4348
The document outlines strategies that teachers can use before, during, and after reading non-fiction texts with students. Some strategies discussed include activating prior knowledge, introducing vocabulary, think-alouds, note-taking, discussions, and summarizing. Specific examples are provided for each strategy to illustrate how teachers can implement them in the classroom, such as using a Venn diagram to compare rivers and oceans or having students write one sentence summarizing the main idea of a passage on giraffes. The purpose of these strategies is to help students better comprehend and engage with non-fiction texts.
Critical assignment 1 RED4348
This presentation discusses 15 reading strategies divided into categories of before, during, and after reading. It provides definitions and examples of each strategy. Some of the strategies discussed include previewing text, activating prior knowledge, identifying text features, previewing vocabulary, making predictions, monitoring comprehension, using concept maps, jigsaw activities, questioning the author, using the frame routine, and teaching question-answer relationships. The purpose is to define numerous literacy strategies and provide examples of how to implement them at different points in the reading process.
Reading strategies
The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
Direct Teaching Reading Strategy
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
The Guided Reading Approach
Source
http://learning.wales.gov.uk/docs/learningwales/publications/130718-guided-reaching-approach-en.pdf
Before, During, and After reading strategies
This document outlines reading strategies that can be used before, during, and after reading. Some strategies used before reading include anticipation guides to activate prior knowledge, think-alouds where teachers model comprehension monitoring, and think-pair-share to engage students in discussing the text. During reading, visual imagery helps students create mental pictures, and partner reading provides fluency modeling. After reading, exit slips assess understanding, summarizing helps students identify main ideas and details, and word walls support vocabulary development.
Reading Strategies: Before, During, and After
This is a PowerPoint presentation that was done for homework for the class RED4348. It presents information on some before, during, and after reading strategies.
Flip chart
This document discusses reading strategies that can be used before, during, and after reading. Some strategies discussed for before reading include anticipation guides, activating prior knowledge, analyzing first lines, listen-read-discuss, and think-pair-share. During reading strategies include partner reading, think alouds, monitoring comprehension, paired reading, and using graphic organizers. After reading strategies include exit slips, question-answer relationships, summarizing, journal responses, and questioning the author. Specific details are provided about how each strategy can be implemented in the classroom to improve student reading comprehension.
Reading Strategy FLIP chart
Reading strategies for Before, During, and After reading, geared toward 6th grade and higher students reading nonfiction works.
CA #1 Slide Share Presentation
This document provides summaries of reading comprehension strategies that can be used before, during, and after reading. It describes strategies such as anticipation guides, concept sorts, listen-read-discuss, think-pair-share, and visual imagery that can be used before reading to activate background knowledge. During reading strategies discussed include concept maps, inquiry charts, jigsaw, paragraph shrinking, and partner reading. After reading strategies summarized are exit slips, question-answer relationships, questioning the author, story maps, and summarizing. For each strategy, a brief description is given along with what it looks like and how to implement it in the classroom.
Readers are Leaders
The document discusses various reading strategies that can be used before, during, and after reading to help students comprehend texts. It notes that reading is a complex process involving word recognition, comprehension, and fluency. Some strategies discussed include KWL charts, vocabulary pre-teaching, anticipation guides, double-entry journals, think-alouds, summarizing, and RAFT writing assignments. The purpose of these strategies is to activate background knowledge, build comprehension, and develop critical thinking skills around texts.
Red slideshare
The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It describes several "before reading" strategies like think-pair-share, KWL charts, previewing text, and identifying keywords to activate student background knowledge. "During reading" strategies mentioned include response sheets, literature circles, guided reading, and reciprocal teaching. "After reading" strategies outlined are literature-based thematic units, learning logs, exit slips, retelling, and oral reports. The document emphasizes that using these research-based strategies can help motivate students and develop their reading proficiency.
RED4348 Critical Assignment #1
Before, during, and after reading strategies are discussed to improve comprehension. Before reading, the document recommends setting a purpose, previewing the text, activating background knowledge, and making predictions. During reading, strategies include monitoring comprehension, visualizing, questioning, making connections, and determining importance. After reading strategies involve reflecting, clarifying understanding, summarizing, discussing with others, and applying the new information. The document provides examples and explanations of how to implement these strategies at each stage of reading.
HS Sem-R Presentation MLS 2009
The document summarizes research on implementing the Schoolwide Enrichment Model for Reading (SEM-R) in a high school basic reading course. It describes the three phases of SEM-R and components used, including read alouds, supported independent reading, and self-selected interest areas. Pre and post-tests were given to measure changes in students' reading achievement, motivation, and perceptions. Results found no significant change in reading scores but a significant increase in students' value of reading and total motivation scores based on a reading motivation survey.
Non-Fiction Reading Strategies
This document outlines various reading strategies that can be used before, during, and after reading. Some pre-reading strategies discussed include brainstorming, anticipation guides, think-pair-share, and KWL charts to activate prior knowledge and set a purpose. During reading, strategies like making connections, reciprocal teaching, read-alouds, think-alouds, and word hunts help students comprehend the text. After reading, students can retell stories, summarize, complete exit slips, engage in reflections, and use story organizers to monitor comprehension and consolidate learning.
Before, During, and After Reading Strategies by Ranika Hart
The document discusses strategies that teachers can use before, during, and after reading to improve student comprehension. Some strategies mentioned include using vocabulary prep, predictions, and background knowledge before reading. During reading, teachers should encourage visualization, asking questions, and using graphic organizers. After reading, teachers can use exit slips, summaries, quizzes, and the 3-2-1 strategy to check student understanding.
College students’ reading motivation
1. The document summarizes a study that investigated differences in reading comprehension among college students of varying English proficiency and gender. It examined how factors like motivation, strategy use, prior knowledge and language ability influence reading.
2. The methodology involved surveying 100 English major students about their reading strategies, efficacy and interest using a Likert scale questionnaire. It then used independent t-tests to analyze differences between high/low proficiency students and males/females.
3. The literature review discussed how motivation, prior knowledge, memory, vocabulary, language skills and strategy use can impact comprehension, citing several studies on each topic. It aimed to understand how these factors differ between proficiency levels and gender.
Content area reading strategies ms
The document provides strategies and information for teaching content area reading to middle school students. It outlines the purpose of teaching reading strategies which is to help students learn and apply skills like previewing text, activating prior knowledge, acquiring vocabulary, organizing information, and self-monitoring comprehension. The document then lists and describes specific strategies for teachers to use, such as previewing text, using graphic organizers, developing vocabulary, and reciprocal teaching. It also defines common reading terms and provides a framework and overview of the reading process to help teachers structure lessons and assessments.
Kaitlin Kurutz Before, During, and After Reading Strategies
This document discusses various reading strategies that can be used before, during, and after reading to improve student comprehension. Before reading strategies activate prior knowledge and preview the text. During reading strategies include think alouds, questioning, and using graphic organizers. After reading strategies involve summarizing, discussing, and questioning the author to check comprehension. The strategies are meant to help students understand, engage with, and recall information from texts.
Critical assignment #1 reading strategies
Before, During, and After reading strategies for grades 6 and up. For readers with a primary focus on non-fiction in each of the categories.
Amanda Nichols CA#1 Flip Chart
This document outlines various reading strategies that students can use before, during, and after reading. Some pre-reading strategies include previewing vocabulary words, using KWL charts to identify prior knowledge, and doing picture walks to make predictions. During reading, students can use strategies like prediction relay, SQ3R, jigsaw, and story mapping. Post-reading strategies involve exit tickets to assess comprehension, questioning the author, summarizing, and discussing with partners. The purpose of these strategies is to help guide students' understanding and engagement with texts.
BDA Literacy Strategies Flip Chart
This document provides a summary of before, during, and after reading strategies for 6th grade non-fiction texts. It describes several strategies for each category. Before reading strategies activate prior knowledge and set a purpose. During reading strategies help with comprehension, monitoring understanding, and making connections. After reading strategies have students reflect on and respond to the text through discussion, writing, and summarizing. The goal is to help students understand reading as a process and improve comprehension.
Content literacy ppt
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.
Guided Reading Tutorial
This document provides an overview of guided reading. It discusses key aspects such as identifying the structure and planning of guided reading, examining lesson plans, and analyzing the central components. It also provides resources on leveled texts, assessment, comprehension strategies, and sample lesson plans. The objectives are to help educators better understand guided reading, feel confident in planning lessons, and access digital resources for instruction. Modeling comprehension strategies using an "I do, we do, you do" approach and creating anchor charts to support student learning are emphasized.
Before, During, After Reading Strategies
The document outlines various before, during, and after reading strategies for teachers to use with students. Some strategies described include previewing text, using a KWL chart, pre-teaching vocabulary, connecting to prior knowledge, think aloud, story mapping, wait time, closed reading, question-answer-response, summarizing, think-pair-share, and a 3-2-1 strategy. The purpose of these strategies is to help students actively engage with texts, monitor their comprehension, and develop metacognitive skills to improve reading ability.
EDUC 6707 smitht
This document discusses various instructional strategies to support reading comprehension for intermediate and advanced literacy learners. It describes graphic organizers and the Question-Answer Relationship (QAR) strategy, which help students visualize relationships in text and determine where answers are located. Explicit instruction is also discussed as an effective approach where teachers directly explain, model, and guide practice of comprehension strategies until students can apply them independently. Making connections by activating prior knowledge is another highlighted strategy shown through research to improve reading comprehension.
Reciprocal Teaching NCRA 2013
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FOSTERING INDEPENDENCE WITH THE DAILY FIVE
The document discusses fostering literacy independence in students through a pathway that moves from modeled instruction to shared instruction to guided practice and ultimately independence. It emphasizes establishing a gathering place for initial instruction before releasing students to share their thinking. Specific instructional approaches are outlined, including modeled/shared reading lessons, guided practice in small groups, and establishing specific times for independent reading, buddy reading, listening to reading, writing, and word work using approaches like The Daily Five.
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This is a PowerPoint presentation that was done for homework for the class RED4348. It presents information on some before, during, and after reading strategies.
Flip chart
This document discusses reading strategies that can be used before, during, and after reading. Some strategies discussed for before reading include anticipation guides, activating prior knowledge, analyzing first lines, listen-read-discuss, and think-pair-share. During reading strategies include partner reading, think alouds, monitoring comprehension, paired reading, and using graphic organizers. After reading strategies include exit slips, question-answer relationships, summarizing, journal responses, and questioning the author. Specific details are provided about how each strategy can be implemented in the classroom to improve student reading comprehension.
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Reading strategies for Before, During, and After reading, geared toward 6th grade and higher students reading nonfiction works.
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This document provides summaries of reading comprehension strategies that can be used before, during, and after reading. It describes strategies such as anticipation guides, concept sorts, listen-read-discuss, think-pair-share, and visual imagery that can be used before reading to activate background knowledge. During reading strategies discussed include concept maps, inquiry charts, jigsaw, paragraph shrinking, and partner reading. After reading strategies summarized are exit slips, question-answer relationships, questioning the author, story maps, and summarizing. For each strategy, a brief description is given along with what it looks like and how to implement it in the classroom.
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The document discusses various reading strategies that can be used before, during, and after reading to help students comprehend texts. It notes that reading is a complex process involving word recognition, comprehension, and fluency. Some strategies discussed include KWL charts, vocabulary pre-teaching, anticipation guides, double-entry journals, think-alouds, summarizing, and RAFT writing assignments. The purpose of these strategies is to activate background knowledge, build comprehension, and develop critical thinking skills around texts.
Red slideshare
The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It describes several "before reading" strategies like think-pair-share, KWL charts, previewing text, and identifying keywords to activate student background knowledge. "During reading" strategies mentioned include response sheets, literature circles, guided reading, and reciprocal teaching. "After reading" strategies outlined are literature-based thematic units, learning logs, exit slips, retelling, and oral reports. The document emphasizes that using these research-based strategies can help motivate students and develop their reading proficiency.
RED4348 Critical Assignment #1
Before, during, and after reading strategies are discussed to improve comprehension. Before reading, the document recommends setting a purpose, previewing the text, activating background knowledge, and making predictions. During reading, strategies include monitoring comprehension, visualizing, questioning, making connections, and determining importance. After reading strategies involve reflecting, clarifying understanding, summarizing, discussing with others, and applying the new information. The document provides examples and explanations of how to implement these strategies at each stage of reading.
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The document summarizes research on implementing the Schoolwide Enrichment Model for Reading (SEM-R) in a high school basic reading course. It describes the three phases of SEM-R and components used, including read alouds, supported independent reading, and self-selected interest areas. Pre and post-tests were given to measure changes in students' reading achievement, motivation, and perceptions. Results found no significant change in reading scores but a significant increase in students' value of reading and total motivation scores based on a reading motivation survey.
Non-Fiction Reading Strategies
This document outlines various reading strategies that can be used before, during, and after reading. Some pre-reading strategies discussed include brainstorming, anticipation guides, think-pair-share, and KWL charts to activate prior knowledge and set a purpose. During reading, strategies like making connections, reciprocal teaching, read-alouds, think-alouds, and word hunts help students comprehend the text. After reading, students can retell stories, summarize, complete exit slips, engage in reflections, and use story organizers to monitor comprehension and consolidate learning.
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The document discusses strategies that teachers can use before, during, and after reading to improve student comprehension. Some strategies mentioned include using vocabulary prep, predictions, and background knowledge before reading. During reading, teachers should encourage visualization, asking questions, and using graphic organizers. After reading, teachers can use exit slips, summaries, quizzes, and the 3-2-1 strategy to check student understanding.
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2. The methodology involved surveying 100 English major students about their reading strategies, efficacy and interest using a Likert scale questionnaire. It then used independent t-tests to analyze differences between high/low proficiency students and males/females.
3. The literature review discussed how motivation, prior knowledge, memory, vocabulary, language skills and strategy use can impact comprehension, citing several studies on each topic. It aimed to understand how these factors differ between proficiency levels and gender.
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The document provides strategies and information for teaching content area reading to middle school students. It outlines the purpose of teaching reading strategies which is to help students learn and apply skills like previewing text, activating prior knowledge, acquiring vocabulary, organizing information, and self-monitoring comprehension. The document then lists and describes specific strategies for teachers to use, such as previewing text, using graphic organizers, developing vocabulary, and reciprocal teaching. It also defines common reading terms and provides a framework and overview of the reading process to help teachers structure lessons and assessments.
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This document discusses various reading strategies that can be used before, during, and after reading to improve student comprehension. Before reading strategies activate prior knowledge and preview the text. During reading strategies include think alouds, questioning, and using graphic organizers. After reading strategies involve summarizing, discussing, and questioning the author to check comprehension. The strategies are meant to help students understand, engage with, and recall information from texts.
Critical assignment #1 reading strategies
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This document provides a summary of before, during, and after reading strategies for 6th grade non-fiction texts. It describes several strategies for each category. Before reading strategies activate prior knowledge and set a purpose. During reading strategies help with comprehension, monitoring understanding, and making connections. After reading strategies have students reflect on and respond to the text through discussion, writing, and summarizing. The goal is to help students understand reading as a process and improve comprehension.
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This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.
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The document outlines various before, during, and after reading strategies for teachers to use with students. Some strategies described include previewing text, using a KWL chart, pre-teaching vocabulary, connecting to prior knowledge, think aloud, story mapping, wait time, closed reading, question-answer-response, summarizing, think-pair-share, and a 3-2-1 strategy. The purpose of these strategies is to help students actively engage with texts, monitor their comprehension, and develop metacognitive skills to improve reading ability.
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This document discusses various instructional strategies to support reading comprehension for intermediate and advanced literacy learners. It describes graphic organizers and the Question-Answer Relationship (QAR) strategy, which help students visualize relationships in text and determine where answers are located. Explicit instruction is also discussed as an effective approach where teachers directly explain, model, and guide practice of comprehension strategies until students can apply them independently. Making connections by activating prior knowledge is another highlighted strategy shown through research to improve reading comprehension.
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Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
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This document summarizes a professional development workshop on comprehension strategies as a process for English teachers. The workshop included greetings, reflections, assessments, mindfulness exercises, presentations on comprehension strategies and differentiated instruction, group discussions on strategies for before, during and after reading, and information on metacognition and neuroscience as it relates to reading. The goal was to help teachers focus on comprehension strategies to strengthen student reading skills and conceptualize reading as a process involving different cognitive stages.
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The document discusses strategies for motivating students to complete assigned readings before class. It identifies the importance of retrieval practice and recommends using pre-class assignments and in-class exercises that require reading to be completed beforehand. Specific techniques are outlined, such as quizzes, one-minute papers, and activities that incorporate the readings into class discussions and presentations. Research supporting these approaches is also referenced.
Literate environment analysis for week 7
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
Coaching on reading instruction
The document discusses strategies for effective reading instruction and intervention. It identifies qualities of effective reading teachers, including having a passion for reading, respecting students, and creating an inclusive classroom. It also outlines what effective teachers know, such as child development and reading processes, and what they do, like plan lessons and use a variety of instructional approaches. Specific comprehension strategies are presented, such as activating prior knowledge and using graphic organizers during and after reading. The document emphasizes that reading is a complex process and teachers must use different strategies to help students make meaning from text.
Discurso oral y escrito en el enfoque comunicativo bajo el pensamiento critic...
Discurso oral y escrito en el enfoque comunicativo bajo el pensamiento critic...UNIVERSIDAD NACIONAL EXPERIMENTAL FRANCISCO DE MIRANDA
Estrategias y ejemplo de un plan de clase en el discurso oral y escrito en el enfoque comunicativo bajo el pensamiento critico y liberadoLiterate Environment Presentation
The document discusses how to create an effective literacy environment for beginning readers in the 21st century. It identifies three essential aspects: getting to know students as literacy learners both affectively and cognitively, selecting appropriate and engaging texts, and planning instruction from interactive, critical, and response perspectives. Teachers should discover students' interests, motivations, and abilities in order to plan personalized literacy experiences. A variety of texts at different levels should be selected to match students' needs and interests. Instruction should teach strategic reading and writing, critical thinking, and encourage personal responses to texts.
6910 6911 SEminar 3 (Fall 2013)
This document provides an agenda and instructions for Seminar #3 of an LCRT literacy coaching course. The seminar focuses on observation and coaching sessions between course participants. It reviews guidelines for completing observation assignments and discusses areas of focus like behavior, content knowledge, direct instruction, and formative assessment. Participants discuss Response to Intervention (RTI) implementation in their schools and choose book discussion groups. The document models potential assessment data, rationales, and goals for a Lesson Report and Analysis assignment. It provides time for coaching partners to meet and plan observations.
Reading
This document provides an overview of reading strategies for foreign language learners. It discusses reading as a process involving prediction and negotiation of meaning between the reader and text. The document outlines three key stages of reading: prereading to prepare learners, initial reading to engage with details, and rereading to increase comprehension. Prereading strategies like brainstorming aim to reduce uncertainty, while guided matrices correlate expectations with text elements. Rereading allows revisiting segments and noticing new features. However, holistic reading approaches can be challenging by triggering native language use, requiring much time, and difficulty assessing learners. The document prompts discussions on utilizing various strategies and addressing potential issues.
strategies-for-teaching-language-skills-22.ppt
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
strategies-for-teaching-language-skills-22.ppt
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
Holly granthamca1red4348
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
Ca#1 red 4348
This document outlines various before, during, and after reading strategies for teaching non-fiction texts to 6th grade students. It describes strategies such as activating prior knowledge, making predictions, determining the author's purpose, chunking text, gathering facts, and reflecting on learning. The goal of these strategies is to help students comprehend and retain information from non-fiction by engaging them before, during, and after reading.
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Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
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Real Reading PM
The document does not contain any substantial information to summarize. It appears to be a title "More High Impact Methods" but there is no further text or content provided.
Real Reading
This document discusses strategies for teaching students to comprehend informational texts, as required by the Common Core State Standards. It emphasizes increasing students' exposure to informational texts and teaching them text structures, such as compare/contrast, and elements, like author's purpose and main ideas. High impact methods are recommended, like explicit instruction, building vocabulary, and having students summarize within and between texts. Graphic organizers can help students learn about content topics. The overall goal is to help students develop familiarity and skill with informational texts.
Literacy Menu
This document provides an overview of a professional development session on using reading comprehension strategies to plan effective lessons. The objectives are to deepen understanding of the reading process stages of before, during, and after reading and to learn how to support all levels of readers. Strategies are presented for each reading stage, including activating prior knowledge, monitoring comprehension during reading, and summarizing and discussing after reading. Sample lessons demonstrate how to incorporate strategies into a comprehensive lesson plan using a literacy planning menu.
Literacy lesson planning menu
This document provides a menu of literacy lesson planning strategies that can be used before, during, and after reading. The pre-reading strategies activate prior knowledge and build vocabulary. During reading strategies support comprehension through connections, questioning, and graphic organizers. Post-reading strategies have students summarize, extend their learning, and make long-term memories of the text.
Mentor Texts Break Out
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
Mentor Texts Keynote
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
Coteaching psu 2012_4
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Word Walk
The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.
Boys and literacy (1)
This document discusses the role of technology in literacy education. It notes that while schools now have varying levels of technology integration, from one computer per classroom to a laptop for every student, technology literacy is increasingly important. It argues that modern literacies involve multiple modes beyond just printed text, and that schools need to incorporate new technologies to remain relevant for students whose lives involve digital literacy practices at home. However, it also notes the value of traditional print materials and balanced use of technology and books in classrooms. The focus should be on using a variety of materials to engage students and enhance their learning.
High impact literacy strategies 2012
The document discusses how teachers can use Boardmaker software to create visual supports for struggling learners, such as English Language Learners, students with disabilities, and emergent readers, in order to strengthen literacy programs and engagement through tools like communication boards, adapted books, and picture-word matching activities. Boardmaker allows teachers to pair words with pictures at different font sizes and reads text aloud, providing an accessible way to teach literacy skills. The presentation then demonstrates how to access and utilize templates and activities within Boardmaker.
Getting to the CORE of Literacy
The document outlines a literacy program for Shallow Brook Intermediate School that focuses on implementing the Common Core standards through a coherent curriculum using effective lesson plans emphasizing purposeful reading, writing, and talking. It describes using techniques like Socratic seminars, RAFTs, close reading strategies, and vocabulary development to improve student comprehension of complex texts. The goal is to establish high-level comprehension skills through open-ended discussion and application of learning.
Writing academy
This document provides guidance for implementing a writing workshop structure in the classroom. It recommends beginning with writing prompts organized by genre in baskets and having students choose a prompt, follow a formula for that genre, and return the prompt to the bin when finished. It then outlines the purpose, clue words, and typical structure for four genres: expository, narrative, persuasive, and journal writing. The document also provides ideas for creative writing and organizing student writing notebooks. It discusses using RAFT assignments to engage students and offers examples. Finally, it discusses reading responses and inclusive strategies for reaching all students in reading and writing.
Julie b. wise capital reading council
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2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
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